RESEARCH AND DECISION‐MAKING IN EDUCATION BROADCASTING: A STUDY IN FRUSTRATION     

Gale R. Adkins 《Learning, Media and Technology》1976,2(3):73-75

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A structural equation model of conceptual change in physics   总被引：1，自引：0，他引：1  

Gita Taasoobshirazi  Gale M. Sinatra 《科学教学研究杂志》2011,48(8):901-918

A model of conceptual change in physics was tested on introductory‐level, college physics students. Structural equation modeling was used to test hypothesized relationships among variables linked to conceptual change in physics including an approach goal orientation, need for cognition, motivation, and course grade. Conceptual change in physics was determined using gains from pre‐ to post‐administration of the Force Concept Inventory (FCI). Results indicated that need for cognition and approach goals had a significant influence on motivation. Motivation influenced change scores on the FCI both directly, and indirectly, through course grade. Finally, course grade directly influenced conceptual change. The implications of these findings for future research and developing students' conceptual change in physics are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 901–918, 2011  相似文献   

Becoming a science teacher: moving toward creolized science and an ethic of cosmopolitanism     

Gale Seiler 《Cultural Studies of Science Education》2011,6(1):13-32

Although communities and schools in North America are increasingly diverse and positioned in a global web, schools continue to adhere to Western norms and the teacher workforce remains largely White, continuing an ideology of collective sameness and conformity. Hybridization of teacher identity and of science teaching are suggested as ways to advance an ethic of solidarity through difference (cosmopolitanism) with science teaching as its vehicle. In this paper, I explore identity hybridization among non-dominant science teachers as they merge identity narratives, or who they are around science and science teaching, with who they are out-of-school. Our attention is focused on their experiences of dis-identification with science in terms of diaspora, or the sense of being taken away from what one knows and values. By generating a creolized approach to science teaching, teachers create possibilities for greater student identification with science in school, which in turn has potential for changing the face of who does science and of science itself.  相似文献   

Rethinking resources and hybridity     

Allison J. Gonsalves  Gale Seiler  Dana E. Salter 《Cultural Studies of Science Education》2011,6(2):389-399

This review explores Alfred Schademan??s ??What does playing cards have to do with science? A resource-rich view of African American young men?? by examining how he uses two key concepts??hybridity and resources??to propose an approach to science education that counters enduring deficit notions associated with this population. Our response to Schademan??s work expands upon his definition of hybridity and its purpose in the science classroom and highlights the tensions inherent in the appropriation of student resources in classroom spaces. This conversation points also to the need for research analyses and pedagogical approaches that simultaneously valorize student resources, allow student opportunities to learn the dominant codes, and provide teacher and student opportunities to transform them. Carol Lee??s notion of ??cultural modeling?? is discussed as a possible framing device to facilitate this kind of research.  相似文献   

The Challenges of Defining and Measuring Student Engagement in Science     

Gale M. Sinatra  Benjamin C. Heddy  Doug Lombardi 《教育心理学家》2015,50(1):1-13

Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special issue serves to discuss and work toward addressing conceptual and instrumentation issues related to engagement, with particular interest in engagement in the domain of science learning. We start by describing the dimensional perspective of engagement (behavioral, cognitive, emotional, agentic) and suggest a complementary approach that places engagement instrumentation on a continuum. Specifically, we recommend that instrumentation be considered on a “grain-size” continuum that ranges from a person-centered to a context-centered orientation to clarify measurement issues. We then provide a synopsis of the articles included in this special issue and conclude with suggestions for future research.  相似文献   

Teaching at Master's level: between a rock and a hard place     

Gale Macleod  Tina Barnes  Sharon R. A. Huttly 《Teaching in Higher Education》2019,24(4):493-509

The considerable focus on capturing the ‘student experience’ has not been matched by investigations into the views and experiences of those teaching and managing programmes. This study aims to contribute to redressing the balance. An online survey of staff responsible for Postgraduate Taught (PGT) programmes in the UK elicited 382 responses from staff in 60 different institutions. Findings relating to perceptions of challenges their students face, students’ preparedness for Master's level study and the influence of institutional culture are reported. PGT students were seen as dealing with complexity and juggling multiple demands. A gap between PGT students’ readiness for study at this level, the QAA's vision of Master's study, and institutional assumptions about student support required was identified. For this gap to be closed, we suggest a review of institutional practices is required.  相似文献   

Alternative Pathways to Traditional Destinations: higher education for disadvantaged Australians     

T. C. Gale  P. J. McNnamee 《British Journal of Sociology of Education》1995,16(4):437-450

In 1985, the Higher Education Equity Program was introduced by the Australian Government to improve the participation of those persons from social groups traditionally under-represented within higher education. In 1990, the program was incorporated within A Fair Chance For All which provided more specific details of the government's desire for a system-wide approach to equity issues. One result has been the proliferation of access and equity programs conducted by universities around the country and aimed at redressing the disadvantage of potential students. The alleged success of these programs is based on greater participation in and graduation from Australian universities by individuals from targeted disadvantaged groups. The research reported here, however, would suggest that such programs are prone to co-opt the language of equity and social justice, dependent as they are on satisfying statistically-orientated program performance indicators in order to receive recurrent government funding. Further, the paper argues that success in achieving equity within Australian higher education will remain limited unless the structural arrangements that work to construct social inequalities in mainstream higher education are addressed.  相似文献   

The Development and Implications of Frames of Reference in Curriculum Evaluation Programmes: the Experience of a British School of Medicine     

Janet Gale  Michael O'Pray 《British journal of educational technology : journal of the Council for Educational Technology》1981,12(1):49-63

For both practical and theoretical reasons, the evaluation of any educational programme requires the evaluator to make selective decisions about data gathering and interpretation. In particular, he must develop frames of reference within which data collection and interpretation can fulfil its stated role and purpose. This paper describes factors which gave rise to the need for delineation of frames of reference, their derivation and rationale, during a curriculum evaluation programme at a British School of Medicine. The curriculum, the evaluation role and methodology and the derivation of appropriate frames of reference are described and discussed both in practical terms and with regard to wider theories and implications.  相似文献   

Simulation-based performance assessment: an innovative approach to exploring understanding of physical science concepts     

Jessica Gale  Stefanie Wind  Jayma Koval  Joseph Dagosta  Mike Ryan  Marion Usselman 《International Journal of Science Education》2016,38(14):2284-2302

This paper illustrates the use of simulation-based performance assessment (PA) methodology in a recent study of eighth-grade students’ understanding of physical science concepts. A set of four simulation-based PA tasks were iteratively developed to assess student understanding of an array of physical science concepts, including net force, acceleration, velocity, and inertia. Illustrative examples drawn from the administration of these simulation-based PA tasks to a sample of eighth-grade students (n?=?74) highlight the potential of simulation-based tasks for revealing conceptual understanding of science concepts and for informing curriculum development within the context of design-based implementation research. The paper also describes a variety of challenges encountered over the course of the development, administration, and analysis of the PA data that may be informative for researchers and educators as they consider implementing simulation-based PAs.  相似文献   

A Bitter Partnership: The Black Press’ Contentious Relationship with the Negro Leagues in the Struggle to Integrate Major League Baseball     

Samuel Edward Gale 《国际体育史杂志》2016,33(16):1885-1903

In the 30-year campaign to integrate Major League Baseball, the relationships between African-American newspapers and the Negro Leagues developed in three distinct phases. What began as a harmonious partnership where the two institutions worked together to publicize and improve the quality of the Negro Leagues gave way to bitterness and resentment, as each questioned the other’s role in integrating the sport. By the early 1950s, however, some black sportswriters attempted to revitalize the Negro Leagues after recognizing that the integration of the sport had damaged this distinctly African-American social and economic institution. Analysing the contradictory and complicated attitudes and actions of black journalists as they worked with and later disassociated from the Negro Leagues demonstrates the black press’ shifting relationship with the Negro Leagues and illustrates the conflict among African-American journalists over how to transition from a segregated environment to an integrated one.  相似文献